51. Explain the process of native language forgetting and give it`s reasons with examples?
We cannot say, of course, that meaningfully learned material is never forgotten. But in the case of such learning, forgetting takes place in a much more intentional and purposeful manner because it is a continuation of the very process of subsumption by which one learns; forgetting is really a second or "obliterative" stage of subsumption, characterized as "memorial reduction to the least common denominator" (Ausubel 1963:218). Because it is more economical and less burdensome to retain a single inclusive concept than to remember a large number of more specific items, the importance of a specific item tends to be incorporated into the generalized meaning of the larger item. In this obliterative stage of subsumption, the specific items become progressively less identifiable as entities in their own right until they are finally no longer available and are said to be forgotten
52. Do you think the audio-lingual method in teaching a foreign language is effective and explain why?
The Audiolingual Method (ALM) was firmly grounded in linguistic and psychological theory. Structural linguists of the 1940s and 1950s were engaged in what they claimed was a "scientific descriptive analysis" of various languages; teaching methodologists saw a direct application of such analysis to teaching linguistic patterns (Fries 1945). (We will return to this particular theory-practice issue in Chapter 8.) At the same time, behavioristic psychologists advocated conditioning and habit-formation models of learning, which were perfectly married with the mimicry drills and pattern practices of audiolingual methodology.
The characteristics of the ALM may be summed up in the following list (adapted from Prator and Celce-Murcia 1979):
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